Скачати підручник: https://12baliv.com.ua/book/8-klas/anhliyska-mova/t-h-pahomova-t-i-bondar-2021-4-j-rik-navchannya

1. Тетяна Пахомова
Тамара Бондар
Тетяна
Пахомова
Тамара
Бондар
2021

2. Тетяна Пахомова, Тамара Бондар
(4-й рік навчання)
Підручник для 8 класу
закладів загальної середньої освіти
2-ге видання, перероблене
Tatiana Pakhomova, Tamara Bondar
Year 4
A textbook for the eighth form of secondary schools
Київ
«Методика Паблішинг»
2021
Англійська мова
Англійська мова
English
English

3. УДК 811.111(075.3)
П21
Видання підготовлено з використанням матеріалів видавництва“Ernst Klett Verlag”
(Green Line 3,: Marion Horner, Stephanie Ashford, Jenifer Baer-Engel, Elizabeth Daymond,
Paul Dennis, Axel Plitsch).
Автор і видавництво висловлюють щиру подяку Маріон Ґорнер, Дженіфер Бaeр-Енгель,
а також видавництву“Ernst Klett Verlag”за надані матеріали,
підтримку і сприяння у реалізації проекту.
Пахомова Тетяна, Бондар Тамара
П21 English. Year 4 : a textbook for the eighth form of secondary schools. / Англійська мова (4-й рік
навчання) : підруч. для 8 класу закладів загальної середньої освіти, 2-ге видання, перероблене /
Т. Г. Пахомова, Т. І. Бондар – К. : Методика Паблішинг, 2021. – 216 с. : іл.
ISBN _______________
УДК 811.111(075.3)
Усі права захищено. Охороняється законом про авторське право. Жодна частина цього видання ні з якою
метою не може бути відтворена в будь-якій формі та будь-якими засобами без дозволу видавця.
© Т. Г. Пахомова, Т. І. Бондар, 2016
ISBN _______________
©
ТОВ «Методика Паблішинг»,
оригінал-макет, 2021
Let’s talk Давайте поспілкуємося
Let’s listen Давайте послухаємо
For my folder Для мого учнівського досьє
CD містить цей матеріал
Вправи підвищеної складності
Робота в парах
Робота в групах
Умовні позначення
ЗВЕРНИ УВАГУ!
Завдання практичної частини
виконуй у робочому зошиті

4. 
3
Любий друже!
Вітаємо тебе в новому навчальному році! Бажаємо продовжувати наполегливо вивчати англійську
мову. Сподіваємось, що четвертий рік з підручником “Joy of English” буде надзвичайно цікавим. Ми
пропонуємо захоплюючі теми, після вивчення яких ви зможете характеризувати якості особистості,
розповідати про повсякденні події, ділитися враженнями, описувати та порівнювати предмети,
розповідати про захоплення у вільний час та протягом канікул, аргументувати свою точку зору, надавати
загальну інформацію про Сполучене Королівство Великобританії і Північної Ірландії, Україну та місто де ви
проживаєте, ділитися враженнями, вирішувати конфліктні ситуації, давати поради, розпитувати товариша
з метою роз’яснення та уточнення.
Тематика ситуативного спілкування досить широка: сім’я, щоденні справи, спілкування з друзями
по Інтернету та телефону, предмети одягу, організація свята, покупки, приготування їжі, відвідування
закладів харчування, національні страви, засоби масової інформації, улюблені передачі, створення
реклами, спортивні змагання, відомі спортсмени, інтерв’ю з відомими спортсменами, школи України та
Сполученого Королівства Великобританії і Північної Ірландії. Ви також поринете у світ географії вивчаючи
та порівнюючи географічне положення, клімат та населення України й Сполученого Королівства
Великобританії і Північної Ірландії.
Для найкращого розуміння особливостей роботи з підручником пояснимо складники уроків, що
розмішені в колонтитулах.
Check-in нові слова та краєзнавча інформація
Language мовний і мовленнєвий (граматичний) матеріал
Everyday English необхідні фрази для повсякденного спілкування
Get fit! тренувальні вправи
Overheard вправи для слухання
Facts and fiction тексти для читання
Words in action лексичні вправи
Try it out! проектна робота, тестові завдання
Revision вправи для повторення
У розділі Grammar подано необхідний граматичний матеріал у таблицях. Поняття, важливі для
розуміння правил, виділені курсивом або жирним шрифтом. Кожне правило проілюстроване прикладом.
Правила супроводжуються схемами та малюнками. Розділ Grammar доповнено граматичним матеріалом з
підручника за 7 клас, який постійно вживається у підручнику 8 класу. Таким чином, ви маєте можливість
повторити раніше засвоєний матеріал про simple present and past, present progressive, present perfect active,
degrees of comparison of adjectives та уникнути неправильного вживання граматичних форм.
Розділ Extras містить різножанрові історії: детективні, пригодницькі, історичні. Ми віримо, що саме
читання для розваги допомагає ефективно засвоювати мову. Якщо вас зацікавили історії, ви зможете
прочитати їх в оригіналі або подивитися фільм англійською мовою. Пам’ятайте, чим більше ви читаєте, тим
більший стає ваш словниковий запас, покращується відчуття мови, зростає інтерес до культури народу
мови, яку ви вивчаєте.
У кінці підручника запропоновано розділ Vocabulary (поурочний словник), що допоможе швидко
знайти слова. До окремих слів подано мікротекст (короткі пояснювальні слова), що допомагають
запобігти неправильному тлумаченню слів. Слова поурочного словника та загального словника подано з
транскрипцією, що допомагає працювати з підручником самостійно. Поурочний словник містить слова в
порядку вживання в текстах та завданнях уроку.
Розділ Dictionary (English-Ukrainian) подає слова в алфавітному порядку.
Щиро бажаємо подальших успіхів у вивченні англійської мови!
Автори і видавництво

5. 4
Contents
Unit 1 Living together
Check in Let’s listen: Different families different lives 8–9
Let’s talk: Traditional vs. single parent families
Language Reflexive pronouns and each other 10–11
Everyday English Meet halfway 12
Why do I fight with my parents? 13
How can I start talking with my parents? 14
Why do you get angry at your school? 15
Overheard Let’s listen: Understanding a message 16
Let’s listen: Teens talk about family 16
Get fit Reading a historical story 17
Facts and fiction The diary 18–21
Words in action Words and phrases: Telephone messaging 22
Words that go together well 23
Try it out 1 A problem shared 24–25
Unit 2 A birthday party
Check in Let’s listen: What can we buy at different shops? 26–27
Let’s talk: What to wear?
Language 1 Modal verbs can can’t 28
I would like… 29
Language 2 Quantifiers: Much, many, a lot of, lots of, a little, not many, a few 30–31
Possessive -s, s’ 31
Everyday English Be polite! 32
Planning a special event 33
Get fit Writing poems 34
Overheard Let’s listen: A birthday celebration 35
Let’s listen: Which film is right for Julie? 35
Facts and fiction Happy birthday, Sam 36–37

6. 5
Contents
Words in action Birthday ideas 38
In the shop 39
Try it out Project: English and Biology 40–41
Revision 1 ‘s, s’, quantifiers, vocabulary exercises 42–43
Unit 3 Media messages
Check in Let’s listen: On the radio 44–45
Let’s talk: You and the media
Language 1 The passive: present simple, past simple, present perfect 46–47
From active to passive 48
Language 2 Using ‘so’ to express the result of something 49–50
Language 3 Using ‘because’ to express the reason for something 51
Everyday English Dealing with problems 52
Thinking of your own ad 53
Get fit Talk about media in your life 54
Overheard Let’s listen: Interesting people 55
Facts and fiction No couch potatoes! 56–57
Words in action Media vocabulary 58–59
Try it out Advertising 60–61
Unit 4 The world of sport
Check in Let’s listen: Sports news 62–63
Let’s talk: You and sports
Language 1 Talking about the future 64–65
Language 2 Adverbs and adjectives 66–67
Language 3 Relative clauses 68–69
Everyday English Interviewing people: Skateboarding star 70
Is it important to win? 71
Get fit Interview strategies and questions 72

7. 6
Contents
Overheard Let’s listen: Did you know? 73
Facts and fiction Eddie the Eagle 74–77
Words in action Words and phrases: Sports 78–79
Try it out Project: English and Computing 80–81
Revision 2 The passive, adverbs and adjectives, simple past or present perfect 82–83
Unit 5 SG – school is good
Check in Let’s listen: What is the school life like in the UK? 84–85
Let’s talk: Schools in the UK and Ukraine
Language 1 The past progressive 86–87
Language 2 Modal verbs and adverbs 88–90
Language 3 Possessive adjectives: mine, his, hers, its, ours, yours, theirs 91
Everyday English My school day 92
The school uniform: the pros and cons 93
Get fit Communications skills: We are polite 94
Overheard Let’s listen: George’s school 95
Let’s listen: Eco Club 95
Facts and fiction Thank You, Ma’am (by Langston Hughes) 96–97
Words in action More facts about the school life 98
Jobs at home 99
Try it out Baywood school: clubs 100–101
Unit 6 Around the UK and UKraine
Check in Let’s listen: Geography of the UK 102–103
Let’s listen: Geography of Ukraine
Language 1 Talking about the future 104–105
Language 2 Nouns / Articles 106–108
Language 3 Verbs with adjectives 109
Everyday English Changing places 110–112
Small talk 113

8. 7
Contents
Get fit Comparison of the UK to and with Ukraine 114
Overheard Let’s listen: Emergency calls 115
Let’s listen: Sounds and spelling 115
Facts and fiction Escape to Monkey Island 116–117
Words in action More about geography 118
Objects consisting of two parts 119
Try it out Project: English and Geography 120–121
Revision 3 The past progressive, simple past or past progressive,
whose is this, articles, talking about the future 122–123
Grammar 124
Extras Stories 148
The ruby in the smoke 150
Benny and Omar 152
Treasure island 154
The Spaniards are coming! 156
My big adventure 158
Good for business 161
Vocabulary 162
Dictionary English – Ukrainian 202
Irregular verbs 214–215

9. Check-in
1
8
a) What do you know about the modern British family?
Start a mind map for your folder. Continue it as you
go through the unit.
b) Look at the photos on this page. What can you see?
Describe these photos in two or three sentences.
Perhaps your mind map can help you.
• There are around two million single parents –
they make up a quarter of families with
dependent children.
• Less than two per cent of single parents are
teenagers.
• 64.4 percent of single parents are in work.
• Women account for 91% of all lone parents
with dependent children.
• 12.3 million of UK households consisted of a
married couple with or without children.
• 4.7 million married couple families have dependent
children.
• The percentage of families that have just one
dependent child has increased from 42 per cent in
1996 to 48 per cent in 2019.
DID YOU KNOW,
that there were 27.8 million households in the UK in 2019; the average size of a household was 2.4?
Unit 1 Living together
3 4
1 2
1 The modern British family
to get close to nature
to camp in a national park
to have a family reunion
to have family picnics
to take a bike ride
to learn drawing as a skill
S
D
R
O
W

10. Check-in 1
9
How many people are there in your family?
Do you live with two parents?
Do you live with your grandparents?
What is your male/female role in the family?
a traditional nuclear family
a single parent family
a single mother/father
a son/a daughter
grandparents
2 Let’s listen: Different families different lives
a) Look at photos 5–8 and listen. Which photo is not
described?
b) Talk about all the pictures. Use the words in the box.
3 Let’s talk:
Traditional vs single 
parent families
a) Read the fact box and write questions for
your partner.
b) Close your books and ask and answer more
questions about families.
4 For my folder
a) Find more about the modern British and
Ukrainian families.
1. What is it like living with two parents?
2. What is it like living with a single parent?
b) Make a fact file with pictures and present
it to your class.
physically healthier
happier
emotionally healthier
are less likely to use drugs or alcohol
receive more support
5
7
6
8
1

11. Language
1
10
Self-pronouns
Dad:
Well, this is nice. When was the last time we
had Sunday lunch together?
Mum:
I can’t remember. Oh – is Jake still in bed? He
came home very late last night.
Amy:
I know, but he didn’t enjoy himself at all. He
and Miriam have just split up.
Mum:
Oh no, really? And I liked Miriam. Oh dear.
Well, I’ll call Jake on my mobile. Jake? Are you
OK? What? … You feel tired? … Well, lunch is
ready.
Dad:
I’ll put the meat on the plates, and everyone
can help themselves to vegetables.
Amy:
No meat for me, please. I’ve decided to
become a vegetarian, remember?
Dad:
Then help yourself to extra sprouts.
Amy:
I can’t stand Brussels sprouts! I’ll make myself
a sandwich and take it to my room.
Mum:
No, you won’t! We’re having a meal together as
a family. We never see each other these days.
Mel:
I see too much of Amy. And what do you
mean your room, Amy? It’s mine, too.
Mum:
Behave yourselves, you two! Why can’t you be
nice to each other?
Dad:
Oh, and here’s Jake. You’re half asleep, boy!
Mum:
And you haven’t even got dressed, Jake! Sit
down first. Your dad cooked lunch himself!
Jake:
Did you really, Dad? So who taught you how
to cook?
Sunday lunch
1 Funny or not?
a)
Do you know this kind of family situation?
Talk about any examples you know.
b) What do you think of the Pattersons?
2 What do the Pattersons say?
Example:
Mrs Patterson thinks the twins are very polite at the table. –
That’s wrong. She says: “Behave yourselves, you two!”
1.
Mr Patterson gives everyone vegetables. – That’s wrong. He says: “Everyone …”
2. Mr Patterson says that Amy should take some bacon. – That’s wrong. He says: “…”
3. Amy wants to get some chips. – That’s …
4. Mr Patterson hurt Mrs Patterson with a knife.
5. Mrs Patterson will put Jake’s lunch in the microwave.
Dad:
Nobody taught me. I taught
myself! – Ouch! I’ve just hurt
myself with this knife! – Come
on, have some lunch before it
gets cold.
Jake:
Could you put it in the
microwave for me, please?
I’m meeting my friends in ten
minutes.
Mum:
Do it yourself, Jake! This isn’t a
hotel, you know. Next weekend
you kids will have to cook
for yourselves. We’re visiting
Grandpa because he can’t
look after himself now.
Jake:
So is he going to live with us?
Mum:
We don’t know yet. But you’ll
be OK on your own while we’re
away, won’t you?
Mel:
Relax, Mum. Why do you always
imagine the worst? We can look
after ourselves.
‘the’ is omitted before the words
home, father/mother when we talk
about our own home/parents.
GRAMMAR
We use ‘the’ with the names
of the families (the Pattersons).
GRAMMAR

12. Language 1
11
Self-pronouns and each other
Reflexive pronouns
I’ve hurt myself.
You’ll enjoy yourself.
He taught himself to swim.
She has hurt herself.
It (the computer) turns itself off.
We can look after ourselves.
You can all help yourselves.
They behaved themselves.
GRAMMAR
The twins are looking at themselves. …
The twins are looking at each other. …
TIP
4
2 3 5
remember
get lost
relax
decide
get dressed
feel
sit down split up
imagine
meet
hurry up
1
3 Myself or me?
a) Find the rule for reflexive pronouns:
Nobody taught me how to cook. Grandpa’s cleaning lady can’t look after him.
I taught myself how to cook. Grandpa Patterson can’t look after himself.
b)
Mel is describing herself and her family. Put in me / you / us etc. or a reflexive form.
Example:
“Amy and I fight over clothes, but at parties
we enjoy ourselves.”
1.
“I’m a bit shy. I don’t like it when people look at …”
2.
“Amy can be a bit selfish. She only thinks about …”
3.
“Amy often makes … a sandwich and takes it to our
room.”
4. “Jake often falls off his skateboard and hurts …”
5.
“When Mum is alone, she often talks to …”
6. “I know lots of card tricks because my dad taught …”
4 Details
a)
Look at the dialogue on page 10 and answer the questions. Choose from these verbs.
1. What happened to Jake and Miriam last night?
2. Why doesn’t Amy want any meat?
3. What hasn’t Jake done yet?
4. What should Jake do first at lunch?
5. Why is Jake in a hurry to finish his lunch?
b)
Make sentences with the verbs you did not use in a).
5 Themselves or each other?
Use each other or themselves.
Start like this:
The twins are taking
a photo of …
6 Stress the subject in a sentence
If you want to stress the subject of a sentence, you can sometimes use a reflexive pronoun:
1. Mel, could you get me a drink of water? – No, Amy, get it yourself!
2. Amy, I’m going to call Charlie. – Wait, Mel. I’ll call him …
3. Who told you about Miriam’s new boyfriend? – Miriam …
4. Maybe Dad can build a wall in our bedroom! – No, let’s … !
 G1

13. Everyday English
1
12
Meet halfway
1 Before you listen
Some conversations become fights while others stay friendly.
a) Sort these tips into two lists: ‘I agree’ and ‘I disagree’.
I agree I disagree
Ask what the other person thinks. Get angry.
b)
Compare your lists with a partner. Talk about any differences.
2 Listening: Right way / wrong way
a)
You are going to hear two conversations. The first is between Kim and her parents,
the second is between Jill and her parents. For each conversation, write down:
• what the girls want to do;
• how their parents feel about the idea;
• why the girls think their parents should say ‘yes’;
• what the parents decide in the end.
b) Why do you think one girl gets what she wants and the other girl doesn’t?
3 How to resolve conflicts without fighting
a) Before you listen: What should you do first, second ….., and finally?
Arrange the following steps in order. Discuss your list with your friend.
Example: I think that step A should be number … .
Steps:
A. THINK of positive options. How could you meet each other’s needs and be fair?
B. STOP. Don’t let the conflict get worse. The less angry you are the easier it will be to solve
the problem.
C. SAY what the conflict is about. What is causing the disagreement? What does each of
you want or not want?
D. If you still can’t agree, ask someone else (an outsider) to help resolve the conflict.
E. CHOOSE a positive option each of you can agree on.
Get angry. • Ask what the other person thinks. • Shout.
• Show you understand what the other person feels. • Always
agree with the other person. • Cry – then the other person will
feel sorry for you. • Explain your feelings or ideas. • Stay cool.
• Show you are listening. • Be polite. • Say “You always …”
or “You never …” a lot. • Be positive before you say what you
really think. • Walk away if someone gets aggressive.
STEP 1 STEP 2 STEP 3 STEP 4 STEP 5
What should I do?
2
3

14. Everyday English 1
13
4 Why do I fight with my parents so much?
a) Read Amy’s letter. Think of other reasons teenagers
and their parents can fight over. Make a list.
Think which reason is the most serious. Why?
b) What should Amy do if she wants to follow Jill’s advice? What shouldn’t she do?
Example:
Amy should stop blaming her parents. – Amy shouldn’t …
Mum, please don’t
put meat in my
sandwiches any
more. I’ve become
a vegetarian –
remember?
Amy
Grandpa Patterson’s wise words
Brush your teeth three times a
day or they’ll all fall out.
Don’t eat apple pips or a tree
will grow in your stomach.
Eat up your crusts so that your hair
will go curly.
Don’t sing at the table or you’ll marry
a crazy person.
It’s bad luck to put a hat on a bed.
Don’t tell a lie or your nose will grow.
I have to share a room with
my twin sister and it’s driving
me crazy. She’s selfish and
she never tidies up, and she
‘borrows’ my make-up.
Mel, Essex
No, Mel, U can’t
go to Katie’s party.
It’s 2 L8 and UR
only 13! I don’t
care what your
friends say. Mum
Have gone to DIY shop
to get wood for shelves.
Back soon. Dad.
microwave chips
frozen Brussels sprouts
crisps
pizzas
Sorry Jake, I want to split up.
We’ll never get on. You’re
already 16 but you behave
like a 6-year-old. Miriam.
Hi Jill,
I need your help! It’s getting worse with
every day. I am so angry. It looks like my
parents want to control everything:
the clothes I wear,
the food I eat,
the color of my bedroom walls,
where I go and how I get there,
the people I hang with,
the party I go to,
what time I go to bed.
Where is respect?
You are so lucky that your parents
understand you.
  
Bye, Amy
Hi Amy,
Sorry to hear that. I feel sorry for you and for
your parents. I think I understand your problem.
You don’t like being told to, do you? Rules are
not always good, are they? Limits hurt, don’t
they? I know… I have been through it, too.
I would like you to stop blaming your parents.
You are upset and your parents are upset too.
Think how you and NOT your parents can
change the situation. Learn how to talk to your
parents. Teach yourself to ask them “WHY” if
your parents don’t allow you to do something…
Don’t be in a hurry to throw a fit.
I hope it will help you   
Bye, Jill
I’m busy. I’ll do it later.
That’s my favorite !
NO! I’m not grounded! I’m going!
How dare you tell me what to do?
Nobody asks me what I want.
I don’t like that cereal anymore!
I want these posters on my walls!
You don’t understand me!
It’s stupid. I’m not doing it!
Read the messages and think about the relationships in the family. What problems do they have?
What are they interested in? How do they talk to each other?

15. Everyday English
1
14
5 How can I start talking to my parents?
a) Read Amy’s letter to Jill.
Has she made a good decision
to start talking to her parents?
b) What did Jill advise Amy?
Make a list of possible suggestions.
Work with your partner.
6 How right were you?
a) Before reading Jill’s e-mail, think what you could advice Amy. Talk with your partner.
Read Jill’s tips how to start talking to the parents.
b) Which tip do you like the most? Why?
Dear Jill,
Thank you for your advice. I would
like to start talking to my parents but I
don’t know how. Every time I want to
say something I feel my parents won’t
understand me. I am nervous that I‘ll
make them upset or disappointed.
Look forward to hearing from you soon.
Bye, Amy
Dear Amy,
Thank you for asking me. You made my
day. This time I feel extremely happy
that you’re ready to start talking to your
parents.
I have several tips that you might find
helpful. Here they are …
Keep in touch.
Bye, Jill
Dear Amy,
•
Explain to your mum why you want to talk to her, for example,
“Mum, I need to tell you about a problem I’m having, but I need you to just listen, OK?
Don’t give me advice – I just want you to know what’s bothering me.”
“Dad, I need to get your permission to go on a class trip next week.
Can I tell you about it?”
“Granddad, I need your advice about something. Can we talk?”
•
If you feel that telling parents about a problem will disappoint them, you can start like this:
“Mum, I need to talk to you — but I’m afraid I’ll disappoint you.”
“Dad, I need to talk to you about something — but it’s kind of embarrassing.”
•
If you understand that you’ve made a mistake, admit it to your parents:
“Mum, I have something to tell you. I’m not proud of what I’ve done, and you might be
mad. But I know I need to tell you. Can you hear me out?”
Bye, Jill

16. Everyday English 1
15
7 Why do you get so angry at your school?
a) What conflicts commonly occur at your school?
You're ruining our project. You're a jerk. You never do anything right.
b) Discuss how the steps of conflict resolution could be used.
c) Read the rules of conflict resolution. Write them on the separate sheets of paper and put them
up on the walls.
RULES:
Agree to resolve the conflict.
No name calling.
Take turns talking. Don't interrupt.
Be clear and truthful about what is bothering you and what you really need.
Listen to the other person. Be sure you understand how he or she sees the problem.
Use your brains, not your hands.
Be willing to compromise (if that's appropriate).
d) How can the rules help to resolve conflicts?
8 Mediation and communication
a)
Make two lists from the Useful phrases box: the phrases that A can use to start the
conversation, and the phrases that A and B can use.
b)
Choose one of the situations below, or find your own situation. Do the role play this way:
1. A starts and makes a suggestion.
2. B answers and does not like the idea.
3.
A and B talk about the idea: What is good?
What is not so good? What else is there?
4. A and B meet halfway.
Situation 1: Your class has earned some money at a
school event. Now you want to spend it. A wants to give
the money to a very poor family in your town, B wants to
spend it on your class, e. g. for a class party or for the cine-
ma.
Situation 2: A good friend of A wants a birthday present,
but it costs 20 euros. That is a lot, but A wants to buy the
present anyway. B thinks that this is too much and thinks
a cheaper surprise present is a better idea.
Can we talk about … ?
What do you think … ?
How do you feel about … ?
I see …
I don’t mind that, but …
You’ve got a point, but …
That’s true, but …
I know, but …
I guess you’re right.
I’ve got an idea. / Maybe …
Can we meet halfway?
OK, fine!
USEFUL PHRASES

17. 1
16
Overhead
1 Let’s listen: Understanding a message
Listen to three phone messages and write down:
• … who the caller is; • … what the caller wants from this person;
• … who the message is for; • … how this person can contact the caller.
2 Let’s listen: Teens talk about family.
a) Listen to the teenagers sharing their problems. Tick ( ) if the statement has been mentioned
by children.
 1. I don’t feel like letting my parents into my life.
 2. I don’t really talk to my parents if something is on my mind.
 3. My parents don’t have time to listen to me.
 4. They put a lot of pressure on me.
 5. My mum and I always argue because I don’t have time to watch my little brother.
 6. We argue over what movie we are going to watch.
 7. I get lonely.
 8. They don’t like my friends.
b) Act out the dialogue with your partner about teenagers’ problems. Give advice.
3 Let’s listen and sing: Shiny happy people
Shiny happy people laughing
Meet me in the crowd
People people
Throw your love around
Love me love me
Take it into town
Happy happy, put it in the ground
Where the flowers grow
Gold and silver shine
Shiny happy people holding hands
Shiny happy people laughing
Everyone around love them, love them
Put it in your hands
Take it take it
There’s no time to cry
Happy happy, put it in your heart
Where tomorrow shines
Gold and silver shine
a)
Like a poem, a song can have words that sound the same
at the end, words that begin with the same sound and
words that are repeated. Find examples in the text.
b)
A song can also have words that express a special kind of
feeling. What kind of feeling does this song express? Which
words in the song show this? If you want to know more
about poems, read page 34.
Words with the same
sound at the end
Words that begin
with the same sound
Words that are
repeated
Words that express
feelings
What feelings do
they express?
4
5
6

18. 1
17
Get fit!
A historical story
There are different ways to read a story.
Here is one way. Before you read, it’s
important to get ready. When you start,
read for gist first, then for detail.
1 Getting ready to read
How can you get “into” a story even
before you start to read? You must find
out as much as you can about the text
first.
2 Reading for gist
The first reading – or reading for gist –
gives you more information: Now you
find out what the story is about and what
characters are in the story. But you do not
try to understand every word yet.
3 Reading for detail
c)
There are really two stories in this
text. Draw two action lines and put
in the parts of the text and the most
important events. How are the two
stories connected? Draw connecting lines
between the two action lines.
4 Thinking about the story
Do a) or b).
a)
Look at the text again and make a list:
How was life in 1878 different from now?
What other things do you know about the
19th century? Put them in your list, too.
Compare Gwendolyn’s life to Chloe’s, and
Timothy’s to Alex’s.
a)
Look at the title and the pictures on
p. 18 – 20. Can you guess what the story
is about?
b)
What stories or films do you know that
are about the past? Tell the class about
them.
a)
Read the whole story quickly. Don’t stop
if you find words that you don’t know.
b)
Now you know better what the story is
about. Did you guess right in exercise 1a)?
b)
Look for adjectives or phrases in the
text that describe the characters
well. Make a list and use it to write
a few sentences about the four most
important characters.
Pre-reading
First reading
Second reading
A closer look
Write down interesting
words for your ‘personal
vocabulary’ and put
them in your folder.
TIP
A Chloe finds diary,
talks to Alex
B Gwendolyn talks to Timothy
First sign of something wrong
…
…
Now
1878
C
Now you have got the most important ideas, but many
things are not clear yet. So you read for detail.
a)
Read the story slowly – first one part, then the next.
b)
If you find words which you don’t understand, think
before you look them up: Can I understand enough
without them? If the answer is “yes”, don’t look them up.

19. Facts and fiction
1
18
The diary
A “So where did you find it?” Alex asked his girlfriend,
Chloe, while they were on the phone.
“In an old box. I was looking for some jewellery in my
mum’s wardrobe,” she explained. “And then I found this
Victorian diary. Someone in our family wrote it.”
“It must be funny to read.”
“Yes, the first few pages are so … different from today!
I mean, 1878 wasn’t that long ago, but everything is so
old. They’ve all got these funny, old-fashioned names –
Gwendolyn, Reginald, Henrietta, Timothy, and then Lord this
and Lady that.”
“Hey, I’ve got an old-fashioned name, too, so be careful what you say!” Alex said and
laughed.
“Oh please, ‘Alex’ isn’t old.”
“But ‘Clarence’ is. That’s my first name – terrible, isn’t it?” Alex smiled. “I never use my first
name, I hate it. Alexander is my middle name.”
“You’re joking! My mum has never liked the name Clarence – don’t ask me why. Anyway,
I’ve only read the first few pages, but I guess our family was very poor in the 19th century.
Gwendolyn’s parents have sent her to work as a servant girl for some rich people in a big
house near Regent’s Park. Listen to this: ‘I can’t let dear Mother know how much I miss her. It
might break her heart. But she and Father are right: I must help to feed my dear little brothers
and sisters, it is my duty. I love them so. I’m very lonely, but Lady Cumberland is good to me.”
“Hm, that’s a bit sad,” replied Alex. He looked out at the sun which was shining on the cars
in the street outside.
“Well, that was the second page; she had only been with this Cumberland family a few
days. On the fourth page she’s already got a friend in the house. His name is Timothy.”
B “Oh, what a long day it’s been. It’s nice to be up here in the servants’ rooms again,”
Gwendolyn said tiredly. She put a candle on the table.
“Yes, life downstairs with Lord and Lady Cumberland is just too perfect. And boring!”
Timothy laughed.
“Well, Timothy, you aren’t boring – it’s so nice to talk to someone of my own age. Everyone
else in the house is so much older.”
“Yes, but Gwendolyn, it may not be good for you if the others see that you and I talk a lot.”
C “Chloe, please. I think I’ve heard enough about these Victorian people,” Alex said into
the phone the next day. “Let’s talk about something less boring – like our flight to Spain this
summer! Hey, I think that language school in Majorca sounds better than the one in Malaga.
What do you think?”
D “I don’t understand,” Gwendolyn said. “You’re so kind and gentle. There’s nothing wrong
with you.”
“I’m afraid there is. Do you really want to know?” Timothy asked. He wasn’t smiling.
“Yes, yes, what is it?” Gwendolyn asked.
“Well, I – I can see things.”
“And so can I, Timothy.”
7

20. Facts and fiction 1
19
“No, Gwendolyn, you don’t understand. I can see things that haven’t happened yet.”
“What things?” Gwendolyn was curious now.
“Oh, usually it’s just silly things, really. Like last week. I was cleaning the fountain in the
garden when suddenly, in my head, I saw Mrs Lacy – she had fallen into the fountain. The
next day I walked into the garden: There was Mrs Lacy in the water and she was shouting. The
two young Cumberland children had just pushed her in!”
“That is funny!” Gwendolyn laughed. “She really isn’t a very nice tutor, you know. But
Timothy – why is your face suddenly so sad?”
E “I’ll have to ask Mum,” Chloe said. “Every time I talk about our flight to Spain she looks
funny and doesn’t say a word.”
“How strange,” Alex said. Suddenly, he had an odd feeling in his stomach, a feeling he had
never had before. But he didn’t say a thing. He looked up as the room became dark; a cloud
had moved in front of the sun.
F “Well,” Timothy went on, “I don’t always see funny things like tutors in fountains. The
things I see are sometimes terrible.”
“Terrible?”
“I once had a vision about Her Ladyship’s son, who was in India at the time. I saw him on a
ship. It was sinking. I could see his white face in the water. Three days later, a telegram arrived
with the news: He had drowned. That’s when I started to become scared.”
“Oh no!” Gwendolyn gasped. “I’m so sorry you have to see such things. You’ve – you’ve got
what they call the sixth sense.”
“Yes, that’s it. But there’s more. Are you sure you want to hear it?” he asked.
“Yes – yes, I am. Go on.”
“Now that you are here at Cumberland Hall,” Timothy continued, “I have the same scary
vision every day.”
Now Gwendolyn was scared, too.
G Alex couldn’t get Chloe on his mobile any more. She had not been at school that day.
He walked to her house through the rain, but nobody was there – the house was empty. A
neighbour called to him, “Looking for the Robinsons? They’re on holiday, I think – away from
this rainy weather!” At that moment, Alex got that strange feeling in his stomach again. He
was scared now. Where was Chloe?
H “Did you get it again today?” Gwendolyn asked Timothy
the next evening. He nodded.
“The same people? The same situation?”
“It’s always the same,” he answered.
“But who are they?” wondered Gwendolyn. “And why
did this vision start when I came to work here?”
“I don’t know. I’ve never met them. They look like you
and me, but they’re different. I don’t know – they must be
from a different time and place. Sometimes I can see their
names, but then the vision ends and I forget them. But it
doesn’t matter: We can’t help them anyway. There’s nothing
we can do for them,” Timothy said sadly. He put his face in
his hands. Gwendolyn just looked at her friend, and then
at the candle. She felt terrible.

21. Facts and fiction
1
20
I “What’s wrong, Mum?” Alex wanted to know when he got
home. His mother looked as white as a ghost.
“Chloe’s mother phoned while you were at school.
They’re staying with her aunt in Manchester. Alex … I don’t
think Chloe is coming back to London. You aren’t going to
believe what I have to tell you.”
J “Our names are where?!” Alex couldn’t believe what he
was hearing.
“In Chloe’s great-great-grandmother’s diary. Listen: ‘Poor
Chloe and Clarence, whoever they are, wherever they are. If they stay together, that accident
will happen: The metal flying machine will fall from the air. Clarence will live. Chloe won’t.
Can’t Timothy and I do anything to help? But maybe it’s already too late …’ ”
“And Chloe’s mum believes what someone says he could ‘see’ back in 1878?” Alex shouted.
He was angry.
“Yes, Alex. She believes it. A lot of the things that Timothy saw actually happened. Chloe’s
mum found some information about it in the town library years ago. That’s why she’s scared
for her daughter. When she found out that your real name was Clarence, she got a big shock.
She really feels that something bad will happen to Chloe if you two stay together. And your
trip to Spain this summer – ‘the metal flying machine will fall from the air’ – don’t you see?
Chloe’s mum feels terrible. But she says Chloe mustn’t see you any longer.”
K “Are you sure, Chloe? Really?” Alex asked that night. Chloe had phoned him, but hadn’t
told her mum.
“Do you see any other way?” Chloe replied. “Maybe we can still be friends. Later. But I don’t
know. I’ve read the whole diary now and I really believe that something bad could happen.
Maybe I’m just silly, and I’m sure you don’t understand. But please, try.”
“What else can I do?” Alex said. Before he could say more, there was a ‘click’, and the line
was dead.
Quietly, slowly, Alex put the phone down. He was shocked. He watched the rain against the
window and thought about Chloe. When might he see her next? In a month? A year? Never
again? He had no idea.
1 Believe it or not?
a)
What do you think about the story? Can you believe it? Why or why not?
b)
What do you know about the “sixth sense”? Do you know any examples? Tell the class.
2 Things they said
Think of the text and decide who said these things. Recollect the situation when it was said.
I was looking for some jewelry.
I’ve got an old-fashioned name too.
Clarence is my first name.
I hate my first name.
I must help to feed my little brothers and sisters.
Life downstairs with Lord and Lady is just
too perfect.
You aren’t boring!
Let’s talk about something less boring!
Well, I can see things.
She really isn’t a very nice tutor.
The things I see are sometimes terrible.
You’ve got what they call the sixth sense.

22. Facts and fiction 1
21
1 2 3 4 5
3 If
Find if- sentences in the story. Change the sentences to have an opposite idea.
Example:
If they stay together, that accident will happen.
If they don’t stay together, that accident won’t happen.
4 Characters
Think of four characters. Write down action words to describe what they did. Fill in the table. Use
the simple past where possible.
Gwendolyn Timothy Chloe Alex (Clarence)
missed her mother found the diary
was looking for
hated his
old-fashioned name
5 Retell Chloe and Alex’s story (➔ G 10)
6 Improve your style
When you write a story or a dialogue, it is boring always to repeat ‘said’.
Find other verbs in The diary.
1.
“I was looking for some jewellery,” Chloe said to Alex.
2. “That is funny,” Gwendolyn said.
3. “It’s always the same,” Timothy said.
4. ”Well,” said Timothy.
5. “It’s always the same, ” he said.
6. “What’s wrong, Mum? …
7 Writing texts: Write an ending to the story
1.
First think and then make notes: What happens to the characters? You might need two
paragraphs – one for Gwendolyn and Timothy, one for Alex and Chloe.
2.
Don’t forget the four ‘W’-questions: Who … ? • What … ? • When … ? • Where … ?
3.
To improve your style, use adjectives and adverbs, and connecting words like “because”, … Look
at exercise 3 on page 22, too.
4.
Use the new words from the story, for example “vision”, “sixth sense”, “strange”, etc.
More introductory verbs
explain order
remark advise
apologize warn
GRAMMAR

23. Words in action
1
22
1 Telephone messaging
Jake has left his skateboard helmet
at a friend’s house. When he calls, he hears
this message:
What message does Jake leave?
2 Role play: A phone message
Sometimes you give your message to a person, not a
machine.
Work with a partner.
a)
Decide who plays which role. A calls
and wants to speak to C, but B
answers the phone because C is not
at home. B writes down A’s message.
b)
Use the Useful phrases. Which of the
Useful phrases on the right can A use,
and which phrases can B use? Make
lists. If you are A, you must think of a
message, too.
c) Act the phone call.
3 Describing people
a) Find words with opposite meanings.
b)
Which words describe what people are like? Which ones describe what they look like?
Make a ‘personal vocabulary’ list with adjectives for your folder.
c) “When you are smiling, the whole world smiles with you.” However, if you’re talking on the phone
you can only hear a person you are talking to. How can you say that a person sounds happy?
Hello, this is …
I’ve got a message for …
I’m just calling to say that …
I’d like … / I’m afraid / Sorry, …
Could you call me back, please?
You can phone me at … (phone
number).
Hope to hear from you soon.
Thanks, and bye.
USEFUL PHRASES
Hi, this is Don Newman’s mobile.
Sorry, but I can’t take your call at the
moment. If you leave your name and
number after the tone, I’ll phone you
as soon as I can.
Hello, how can I help you?
Hi, this is … I’d like to speak to …
I’m afraid / Sorry, she / he isn’t in at the moment.
Can I take a message?
Yes, please. Could you tell him / her that … ?
Could he / she call me back, please?
I’ll give you my name and address.
Just a moment, I’ll get a pen.
I’m sorry, I didn’t understand your name.
Could you spell it for me, please?
Thanks a lot.
You’re welcome. Bye!
USEFUL PHRASES
rich
slow
ill
silly
healthy quiet
tall grumpy
boring cool
calm bad
strong
wise kind
crazy shy
poor
weak
normal
loud
selfish
short
nervous
excited
happy interesting
fast
aggressive
good

24. Words in action 1
23
4 Sounds: Word stress
Put the words in groups to show where the stress is.
5 The odd one out
a) Find the word or phrase that doesn’t fit in the group.
1. father – mother – son – sun
2. parents – children – flowers – grandparents
3. lunch – love – dinner – sandwich
4. sprouts – Sprite – cabbage – beans
b) Say why it’s the odd one.
6 Words that go together well.
Find the words that match.
Example: book – page, listen – headphones
1. drink
2. story
3. meet
4. resolve
5. positive
6. hear
7. stay
8. make
9. earn
10. birthday
11. sixth
12. old-fashioned
5. cook – bake – buy – mix
6. chips – knife – bacon – cereals
7. microwave – microphone – mixer – toaster
8. twins– Internet – computer – website
You can already
✔
✔ Describe the modern British family.
✔
✔
Compare and contrast traditional and
single parent families.
✔
✔ Describe your family.
✔
✔ Describe people‘s characters.
✔
✔ Understand family problems.
✔
✔
Resolve conflicts with your parents and
peers.
✔
✔ Use reflexive pronouns.
✔
✔ Meet people halfway.
✔
✔ Give advice.
✔
✔ Take and leave phone messages.
assistant
message rehearsal
government
departure official antique
laptop
commercial colony
relax
themselves decision
audience
swimsuit
compare
answerphone
x X X x x X x X x x
mistake feeling politeness telephone
… … … …
suggestion
halfway
cool
gist conversation
name
money conflict
water
option
present
sense

25. Try it out!
T1
24
Authentic Britain
Let’s listen. Before you listen
The 
Only 
Mag To 
Write 
Back!
High School Blues
When I started high school,
I thought it would be
great. I was so wrong! Ever
since I started I’ve been
really stressed and I have
completely taken it out on my
parents. I’ve heard my mum
crying about it and I hate that,
because I don’t mean to be so
nasty. It’s making me really
sick and down.
Whatever it is about high
school that’s making you so
stressed and unhappy, you
need to tell someone. Right
now you’re taking your misery
out on your family, which isn’t
fair, so it’s time to come clean
and tell them exactly why
you’re so moody and sad. Once
things are out in the open,
they can help you. Good luck.
a problem shared
My Parents Are
Divorcing
My mum and my dad
are getting divorced. Now
I live with my mum and
grandparents. I’ve had to
leave my school and I hate my
new one. I really miss all the
mates I’ve left behind. I spoke
to my mum about how I feel
but all she says is, “This is the
worst six months of our lives.”
What can I do, Cathy? I feel so
down.
Your mum is feeling lost
herself just now, but you did
the right thing to talk to her.
Tell your guidance tutor at
school how you’re feeling, but
try to make new friendships,
too. It takes time, but it will
happen. Your mum’s right, this
is a very tough time for you
all, but things will get better, I
promise.
I Don’t Get On
With My Mum
I need some advice on
how to get on with my mum.
I argue with her nearly every
day but I love her and she
loves me. My best mates
don’t have this problem with
their mums, so why do I? I
need your help, Cathy.
These fights may be down
to a personality clash, or
even just the fact that you’re
growing up, but they won’t
go on forever. Tell your mum
how much you love her and
make a big effort not to get
angry. Take time to do fun
stuff together, like
clothes shopping or
watching a funny
DVD. Gradually,
you’ll work out ways
to avoid the fights.
What you’re going
through happens to
lots of mums and
daughters, so you’re
not alone, and you
can get through it.
a) Talk in class about problems teenagers have.
Write a reply to those people with some advice.
b) Listen to people sharing their problems. Think of your
advice. Discuss it with your friend.
c) Listen to the advice given. Do you agree? Disagree?
Why?
8

26. Try it out! T1
25
I Miss My Dog
My dog died a few weeks
ago. I’d had him all my life.
I can’t stop thinking about
him and the whole family is
very upset. I can’t believe he’s
gone. Can you give me some
advice, Cathy?
For many young people,
losing a pet is their first
experience of death. A pet can
be a best friend and part of the
family. Share your memories,
look at photos and think of
the good times. Your dog had
a good life and you loved him.
You’ll always miss him, but
the hurt will fade. Nothing can
replace your pet, but there are
many unwanted, unloved dogs
in the world. Perhaps one day
your family will be ready to
share their home with one of
them … I reckon your old dog
would approve!
She Hangs Around
My sister is 16 and has no social
life. She hangs around with me
and my mates and it drives me
crazy. She ruins everything we
like doing. We’re only 11. I feel
like telling her to get a life. What
should I do?
Make sure you see your mates
in town or away from your house
once in a while, so you get some
time together alone. When you’re
at your house, make an effort to
make your sister feel included —
ask her to give you make-overs or
tell you about high school. Don’t
make her feel unwelcome. She’s
clearly shy, but she’ll make her own
friends and build her own social
life when she’s ready. Until then
be friendly and understanding and
spend some time with her.
PROBLEMS
Project ‘My class newsletter’
Think of starting a newsletter for your class where you will share your problems and discuss them
with your friends.
1) Write an entry about your problems and put them on the board to share. 2) Interview your friends
about their problems. 3) Write a story about your friend’s problems and include your advice.

27. Check-in
2
26
Unit 2 A birthday party
1 Shops
a) Look at the photos and find the right names for the places. What can you buy there?
Example:
Photo A is … because
you can buy … there.
b) Work with your partner. What other shops do you know? What can you buy there?
2 Let’s listen: What can we buy at different shops?
Look at the photos and listen. Make a list of things you can buy at different shops.
newsagent’s
supermarket
clothes shop
music shop
sports shop
C D E
A B
• Clothing is the number one item teen consumer
like buying.
• Food and drink items, such as beverages, candy,
lunch, and snacks are popular.
• Jewelry is high on the list of what teens girls buy,
although guys also spend money on jewelry items.
• Video games and CDs are also a big hit!
• Teenagers like creating cards
themselves using a computer or art
supplies.
• Wireless headphones are getting
extremely popular.
DID YOU KNOW
Let’s talk: Do you agree with these facts? What comes first on your list? Last?
9

28. Check-in 2
27
3 Let’s talk: What to wear?
dress
one
shoulder
top
sandals
shoes
leggings
jumper
jumper
biker jacket
desert boots trainers
print t-shirt
joggers
jeans
sweater
check short
sleeve shirt
trousers skinny
stretch
jeans
skirt
leather jacket
zip-up
jumpsuit
“Personally I like to shop at Pac-Sun because they
have that tighter pant look (fitted.) They also have
reasonable prices too. My dad loves to take me and
get clothes. I would have to say “Give the kid a price
range and take him to his favorite stores and let him
pick what he wants because it’s him that's wearing
the clothes not the parents.” When my Dad tries to
tell me what to wear I don't like it. I mean boys will
be boys, some of them do sag their jeans but some of
them like to tie shoe laces around their waists as if it
were a belt.” Dan
“My teens wear a uniform to school, but when my
son is not in school he favors very skinny jeans from
Pac-Sun, because he is quite slim and tall. Pac Sun
fits the best. He likes band tee shirts and Polos from
Fred Perry and Ben Sherman. He also likes slim non
denim slacks, also from Pac-Sun. For outer wear he
favors the classic pea coat, which looks nice with
his uniform and out of school clothes. He wears
Doc Martens and Vans and a few brands available
at Journey. Most high schools students are past the
baggy pants, boxer showing craze. It's kind of moved
downscale.” Mum
What to wear – or what not to wear – is a hot topic for
adults and a no-win situation for teenagers.
Discuss with your partner the following questions.
1. What is an appropriate dress for a given situation
(school, a birthday party, training, a dance class,
a field trip in autumn)?
2. How should you dress for school?
3. Do “what you buy” and “how you look” determine
your value?
4. What should you wear to be attractive?
5. Do you want to look good? What should you do?
Are you following current fashions?
“I’m 14 and want to wear decent clothes when I go out.
I like wearing long necklaces, detailed collars, a lot of
rings, check shirts, high-waisted shorts, blazers, skinny
jeans, knee-high socks, dresses with elasticated waistlines,
wacky tights, Converse and vintage shoes.” Bella
Boys’ clothes
Are you a fashionable guy? Are you tired of wearing the same old clothes that you have had for years?
Girls’ clothes

29. 2
28
Let’s listen: Sam’s invitation
Sam: Mum, do you know what the third of November is?
Mum: Hm… let me see… No school? Oh, I know, it’s your
birthday. What would you like to do on your big day?
Would you like to have a party?
Sam: I’d like to invite my friends out to Angelo’s, that new
pizza place. It looks great.
Dad: It looks expensive! Sorry, Sam, I’d like to be rich but I’m not.
Sam: It isn’t fair. My friends can always do what they want on their birthdays. They can
go to pizza places or the cinema.
Mum: No, they can’t, Sam. And you know it. Why don’t you invite your friends here?
Sam: What? For a little kids party with silly games? No, thanks.
Dad: Don’t be silly, Sam. You can do other things at your party.
Sam: But I don’t want to have a party with you two here. I am sorry, but you know…
Dad: No problems. We can be in our room.
Mum: I can help with the food and drinks in the kitchen.
Sam: Oh, thanks. That’s great. But I’d like to make my own birthday cake.
Dad: Good idea, Sam. Do you want to write the invitations now?
Sam: No, dad. That’s for little kids. I can text my friends. I’d like to invite them right
now.
1 Make sentences about what they can or can’t do.
Example: Sam can do many things at his party.
can
Sam
Mum
Dad
2 Can Sam invite friends?
a) Ask and answer questions about Sam.
Example: Can Sam have a picnic?
More ideas:
b) What can Sam do on his birthday?
Language 1 can, can’t
We use can to say that it is possible to do something.
We use can’t to say it is impossible to do something.
We use Can in front of the subject to make the
question form.  G2,3
do a scavenger hunt
turn your backyard into the cinema
take pictures
have a fizzy beverage in a fancy glass
swim in the pool
set up ping pong stations
set up board games and video games
10

30. 2
29
Language 1
I would like...
3 Birthday invitation
a) Look at Sam’s text. What information is there in his invitation?
b) What information is not in these invitations?
c) Write your birthday invitation. Put in your folder.
4 Lets talk: Would you like to…?
5 Let’s listen: Sam has invited us to his birthday party!
Emma and Lisa are in a big department store today.
They are looking for a birthday present for Sam.
Emma: What are we looking for, Lisa?
Lisa: I have no idea. Hey, nice jeans! I’d like to try them on.
Emma: Come on, Lisa, we aren’t trying on clothes today.We’re looking for a present for Sam.
Lisa: But, Emma! I have nothing to wear to Sam’s party.We can kill two birds with one
stone and buy some outfit for ourselves. Look, I need a pair of jeans that fit me nicely,
a skirt from Donna Karan, several shirts, a blouse, a blazer…
Emma: Are you crazy? Do you have enough money? How much money do you have anyway?
Lisa: I’m kidding. I’m in no rush to buy. To be honest, it’s not that big of a deal because I
shop year round.
Emma: I like shopping for clothing too. It’s a lot of fun finding new shirts or new jeans to
put on, trying out new outfits that I normally wouldn’t wear. The only thing I dislike
about it is the prices of course, but I really have a good time going out and looking for
things – that hunter-gatherer instinct in me. Anyway, we need to find
something special for Sam.
Lisa: Listen, how about this funny t-shirt with some text…it looks so cute.
Emma: T-shirt? Special? It has to be special, silly, but what?
6 Let’s talk: What is a special present?
a) Work with your partner. Discuss what could be a special gift for Sam? For you?
come to my party?
go to the cinema?
go for a picnic?
…with me at the weekend?
…?
Would you like to
Oh, yes, that’s great.
Sorry, I haven’t got time then.
Yes, I would. Thanks for the invitation.
I’d like to, but I can’t.
I ‘d rather take a rain check this time.
long form short form
I would like I’d like
GRAMMAR
Please, come to
my birthday party
at 36 Bendoever
Road on 3d March
at 5 o’clock!
CU Sam
??
?
11

31. 2
30
much, many, a lot of, lots of, a little, not many, a few
Language 2
Let’s listen: The birthday cake
Today Tom is making his birthday
cake. There is very little time now before
his birthday. He is late again. Grandma
has got a lot of recipe books. “Here is a
good recipe for a cake,” she tells Sam.
“Cool. How much sugar do I need?
And how many eggs?” he wants to know.
Sam is having a lot of fun in the kitchen.
But what a mess! The bag of sugar falls
over. Then Sam sits down on a box of
eggs, and a few eggs break. There is lots
of flour everywhere in the kitchen, too.
“Oh, no! There are not many cooks
like you, Sam,” grandma laughs. Sam
needs a little help from Grandma. But
there are no big problems, and finally
Sam has got a cake. On the morning of
his birthday Sam finishes the cake with
his name and fourteen white candles.
“This,” he says, “is the best cake in the
world.”
Which cake looks like Sam’s birthday cake?
1 Countable and uncountable nouns
a) Think of more food and drink words. Put the words into two groups. Continue filling in the table
as you move through the unit.
Things you can count (countable nouns) Things you can’t count (uncountable nouns)
eggs, milk,
2 Make sentences
a few/a little indicate
a small number
a few eggs
a little sugar
GRAMMAR
a little
a few
It’s time for lunch. I can make
I can’t do this. I need
Our teacher is nice. We’ve only got
Do you like music? Let’s listen to
I can’t buy this. I’ve only got
I’d like a small party – with just
help.
friends.
sandwiches.
pounds.
CDs.
homework.
 G4,5
12

32. Language 2
31
much, many, a lot of, lots of, a little, a few
3 Sort out words in the box in two grids
milk • eggs • butter • oranges • jam • apples • toasts • bread
rolls • meat • sausages • grapes • cheese • dough • yoghurt •
juice • coffee • water • tea • fruit • biscuits • water
4 Let’s listen: Chocolate crispies
a) Listen to a recipe and fill in the missing words
from the box.
b) Ask your partner about his or her favorite recipe?
What ingredients are there? How much or
how many of them do you need?
Example: How much sugar do you need?
5 People or things?
Example:
The cake is beautiful (Sam) → Sam’s cake is beautiful.
The color is white (candles) → The color of the candles is white.
1. The day is soon. (the party)
2. The room is upstairs (parents)
3. The game is fun. (the kids)
4. The living room is big. (the family)
5. The name is ‘Party music’. (the CD)
6. The size is OK (the sweatshirt)
much many
Chocolate crispies
You need … grams of plain chocolate,
… tablespoons of rice crispies (or
cornflakes). … the cholocate into small
pieces. … in a bowl over hot water.
… in the rice crispies (or cornflakes)
and the raisins, and … until everything
is covered with chocolate. Put spoonfuls
into paper cases. When the choloate is
hard again, the crispies are ready.
melt
break
120
four
mix
put
flour
water
milk
eggs
sunflower oil
salt
butter
sugar
chocolate
people: -‘s or s’
Sam’s present
the friends’ presents
things: of
a photo of the cake
the color of the candles
TIP
Many types of food and liquid
are uncountable:
flour, yoghurt, butter, meat,
coffee, lemonade, water.
TIP
We use some nouns with uncountable nouns
to show quantity:
a piece of cake, a glass of water, a slice of
bread, a bar of chocolate, a can of soda.
TIP
How much chocolate?
How many tablespoons?
GRAMMAR
 G4,5
13

33. Everyday English
2
32
Come on
Watch out!
I can help you
Cheer up, it’s not
the end of the
world.
Hey, great! Thank you
Be polite!
1 Respect people around you
Some people are not using polite language in shops and cafes. You know this
Example:
“We want two pizzas.” →
“We’d like two pizzas, please”
1. “Give me those flowers.”
2. “Where are the skateboards in this shop?”
3. “I need an alarm clock”
4. “That sandwich there.”
5. “We want to try on these jeans.”
2 Find the right words
Your friend helped you. Your friend has got a problem.
A car is coming but your friend Your friend’s team has won
doesn’t see it. the game.
Your friend is upset today. Your friend is looking at things
in a shop. You don’t want to wait.
3 Let’s listen: Street Style
Last Saturday Emma and Lisa were in ‘Street Style’, a clothes shop in Greenwich.
a) Listen to the conversation and practice the dialogue with a partner. Look for the missing parts.
Emma: Look, Lisa. These shoes are nice, aren’t they?
Lisa: Hmmm, they aren’t my style.
Emma: Well, you always , don’t you? But shoes
like these are ’in’ just now.
Lisa: I wear what I like, . Anyway, you can’t buy them,
can you? You spent all your money last week.
Emma: I know but I can still look. Come on. I want to now.
Lisa: OK. Let’s just look at these trousers here. – Ugh!
No, thanks!
Emma: Ssh! Not so loud! The assistant near the
changing rooms can hear you.
Lisa: Oh, yes! Look at her face. She didn’t like what I said, did she?
Emma: Well, you weren’t these trousers. Oh, that’s
my mobile. Hi, Terry…In “Street Style’. Lisa is here too.
In a music shop? You are you? …Wait a minute
while I ask Lisa. We’ve got time to meet Terry, haven’t we?
Lisa: Sure. Here, give me the phone. – Hi, Terry! Come
and find us here. Why not? Because ? OK.
See you at the Green Village snack bar.
“I’d like” → polite
“ I want” → not so polite
TIP
I’d like/We’d like(to) please..
Can you show me/give me?
Can I …please?
Have you got…?
Excuse me, do you sell…?
Useful phrases
aren’t buying new CDs
very polite about
They are terrible
not what’s ‘in’
wear trainers
it’s a girls’ shop
on a new top
see the skirts
14

34. Everyday English 2
33
Planning a special event
1 Before you listen
a) Look at the photo on the right. Collect ideas about:
who the people are; where they are and what
they are doing.
b) Listen once. Were your ideas right?
2 Collect ideas for a birthday
a) When you are planning a special event, you have
to think of lots of things. Collect ideas and make a list.
b) Now listen to the conversation again and take notes about
the ideas the pupils have about their event. Put any new ones
into your list from exercise 2a).
3 Mediation and communication: What shall we do?
a) What can you say? Match the suggestions with one or more of the answers.
1. I’ve got an idea. Oh, that’s a good idea. I’ll do that.
2. I think we should make a party I recommend cheese and tomato pizzas.
invitation page on FB. Good, but don’t make your invitation
3. Why don’t we decide on the date? open.
Yes, what is it?
4. Shall I buy paper plate and plastic cups? You’re right. We need to let people
5. How about food? know when we‘ll celebrate.
b)
You and a friend want to go
out one afternoon.
What can you do?
Make a short dialogue.
Use the Useful phrases.
4 Your turn: Plan your event
a)
In groups of 3 or 4, choose one
of these situations for a class event.
You want to:
1. … have a school open day.
2. … go on a trip to a museum.
3. … collect money for a children’s hospital.
4. … have your own idea.
5 For my folder: My favourite event
Describe your plan in steps. Keep it in your folder.
room decorations
gift hunt
music
…
How about a trip to … ? / We could
go and see …
I suggest we go by bus / train /…
Shall I get the timetable / map /… ?
Why don’t you check the Internet?
I think we ought to phone the tourist
office / the station /…
Shouldn’t we take sandwiches / water /… ?
Useful phrases
transport
museum
fee
15

35. Get fit!
2
34
Writing poems S K I L L S
Getting Started
By learning a few tricks, you will be amazed
at your own poetic skill. Most importantly, you
will have a lot of fun doing it.
You just need to practice writing. Each time
you do it, you get a little bit better. Each poem
you write makes you a better poet. If you write
a new poem every day for a month, you will
be a better poet at the end of the month than
you were when you started. The reason that
you become a better poet by writing poems
is because, no matter what skill you want to
learn, you always “learn by doing”.
As with any hobbies or sports you might
enjoy, writing poetry requires a bit of special
equipment.
Tools
The most important tool you should have as
a poet is a small notebook, preferably one
that fits in your pocket, that you can carry
with you everywhere you go.
So go get yourself a small notebook and
start writing down ideas. It doesn’t have to
be an entire poem. An idea can be as simple
as a fun rhyme. You can write down single
words that are funny or interesting, such
as “linoleum” or “Bermuda”. They might be
useful in a poem later. The only tools you
really need to write poems are a pencil and
paper, and your brain. But writing poetry
can be even easier if you have a rhyming
dictionary, a dictionary and a thesaurus.
Rhyming dictionary, thesaurus, computer and Internet access
A rhyming dictionary is a book that lists the words that rhyme with end sounds of other words.
For example, a rhyme for “cat”, is “at”, “bat”, “cat”, “fat”. A thesaurus is a “dictionary of synonyms
and antonyms”. For example, the word “detective” has several synonyms, including “private eye”,
“spy”, “Pinkerton”, “gumshoe” and “sleuth”. Put your hand on!!!
1 Writing poems.
a) Read poems and start practicing your own
poems. The sooner the better!
b) Write a poem for a special event. Present the poem to the class. Use the ideas given.
ACROSTIC:
In Acrostic poems, the first letters
of each line are aligned vertically
to form a word. The word often is
the subject of the poem.
Elegantly and efficiently shaped
Good to eat
Great fun to find at Easter
Smooth shelled
I had a love,
her name was Jill,
I met her in December.
I loved her more
than anybody
else I can remember.
My cat is nice.
My cat is fat.
My cat is cute.
I like my cat.
Apoemaboutyourfavoritecolor.
Expressyourfeelingsaboutasinglecolor
withanalogiesorsimilesorlistnouns
whichare(orremindyouof)thatcolor.
Anothereasyformistousethe5senses-
lookslike,soundslike,smellslike,tastes
like,feelslike.
Color looks like
Color sounds like
Color smells like
Color tastes like
Color feels like
Orange
Orange is feeling in your stomach after an orange soda
quenched your thirst.
Orange is the sun after a summer day.
Orange is the sound of a field filled with dandelions blowing
in the wind.
Orange is the taste of a pizza that just came out of the oven.
Orange is the taste of cold glass of orange juice.
Orange is the feeling inside you when you accomplish
something.
Orange is the sound of a tomato plant growing.

36. Overhead 2
35
1 Let’s listen: A birthday celebration
Listen to the story. Decide if the statement is true (T) or false (F).
1. Many eco-friendly ideas are cheap.
2. It’s cheaper to wrap a present in your own wrapping.
3. Reusable gift bags are more difficult to sue than wrapping paper.
4. You can create your own cards using color pencils.
5. If you can’t use gifts, you should pass them on to your friend.
2 Let’s listen: Which film is right for Julie?
Read about Julie (14). Then listen and say which film is right for her: 1, 2 or 3?
Fave hobby: Taking photos
Big hope:
To travel to
other countries
Likes:
Real adventure stories
History (sometimes)
Her own website
Hates:
Silly love stories
Brother’s computer
games
3 Let’s listen: Funny happy birthday song
Once a year we celebrate with stupid hats and plastic plates,
the fact that you were able to make another trip around the sun.
And the whole clan gathers round, gifts and laughter do a bound,
we let out a joyful sound and sing that stupid song.
Happy Birthday, now you’re one year older.
Happy Birthday, your life still isn't over.
Happy Birthday, you did not accomplish much.
But you didn't die this year I guess that's good enough.
So let’s drink to your fading health, and hope you don't remind yourself
your chance of finding fame and wealth decrease with every year.
Does it feel like you’re doing laps, and eating food and taking naps,
and hoping that some day, perhaps, your life will hold some cheer.
Happy Birthday, what have you done that matters?
Happy Birthday, you’re starting to get fatter.
Happy Birthday, it's downhill from now on.
Try not to remind yourself your best years are all gone.
If cryogenics were all free then you could live like Walt Disney
and live for all eternity inside a block of ice.
But instead your time is set this is the only life you get,
and though it hasn’t ended yet sometimes you wish it MIGHT!
Happy Birthday, you wish you had more money.
Happy Birthday, your life’s so sad it's funny.
Happy Birthday, how much more can you take?
But your friends are hungry so just cut the stupid cake.
Happy Birthday, Happy Birthday, Happy Birthday, Dear.....
(muttering)
Ralph, Bill, Graphton, Stanley, Frank, Skippy the Butch Kangroo, Bob ...
16
17

37. Facts and fiction
2
36
Let’s listen: Happy birthday, Sam
A There is a lot of food in the kitchen:
sandwiches, crisps, chocolate crispies,
and the birthday cake! Everything is ready
for Sam’s party. Now Sam is waiting for
his friends. Lisa and Emma get there first.
“Happy birthday, Sam!” they say. “Here’s
your present. Don’t be late for school
again.” The present is in a box. Suddenly it
rings. Sam laughs. “Oh! I can guess what it
is. Yes! It’s an alarm clock! Thank you! That’s
the right present for me!”
In a few minutes all of Sam’s friends are there. Terry’s present is very special. He sings
his own birthday song for Sam and he even gives Sam a CD of it. Sam is very proud. “Wow,
Terry, my own song! Thanks. That’s so cool!”
B Mr Spenser has got a surprise for Sam and his friends and the party. “A karaoke
machine!” they shout. “Let’s see what songs we can sing!” Lisa wants to sing first. It’s great
fun. She’s a pop star. She doesn’t want to stop! But the others want their turn, too. Only
Emma doesn’t want to sing in front of everyone. “You can sing with me,” Sam tells Emma.
“I need help. Let’s sing Terry’s new birthday song together. “ Soon everyone is singing
Terry’s new song – even Sam’s parents.
C In the Spencers’ flat everyone is having fun. But in the flat downstairs Ted Brown isn’t
happy. He wants to write a new song on his computer, but there is a problem with it. And
upstairs the Spencers are playing the loud music. People are jumping and shouting and
they are laughing. Usually the Spencers are not a problem for Ted, but today he doesn’t like
what is happening. He goes upstairs.
D Mr Spencer opens the door and Ted sees a lot of kids behind him. They are dancing and
singing a song. “Oh, hi, Ted,” shouts Mr Spencer. “We are very sorry that it’s so loud. It’s Sam’s
birthday today. He’s having a party.” “It’s his birthday, eh?! It’s ok, then,” Ted shouts. “But
what’s that song?” “This is Terry’s new birthday song for Sam,” Lisa says. “Who is Terry? Is he
famous?” asks Ted. They all laugh and look at Terry. “Hey, Terry, are you famous?” asks Sam.
Terry sees Ted Brown. “No, Sam,” Terry says ”but do you know who that is? He is famous. That’s
London’s great new radio DJ Ted Cool Can Brown. Don’t you listen to the radio? He’s in every
magazine.” “What’s he doing here?” “He lives downstairs,”Sam shouts. “What?” Ted shouts.
E The music stops. “Hi, Sam. Happy birthday!” says Ted. “Hi, Mr Brown,” says Sam.
“Thank you. This is Terry. It is his music.” “It’s just a song for Sam’s birthday,” says Terry.
“Cool song. Can you and Sam come to my radio station soon with a CD of it?” asks Ted. “I’d
like to play it on the radio.”
Before you read the story think of the title. It can give you ideas what
the story is about, what friends gave Sam as gifts, how his cake was.
READING S K I L L S
18

38. Facts and fiction 2
37
2 After you have read a story: Important ideas
a) Read part A of the story again. Look at the words in green.
They are important ideas in part A. You can use them to take notes.
b) Go on with the story. Take notes of the important ideas in parts B-E.
(Don’t write too much).
3 Headings
Find the correct heading for the parts of the story.
Example: The heading for the part A/ B/… is …
4 Analyzing
Look at your headings; write a short summary using your notes.
Downstairs
Ted Brown isn’t happy …
…
5 Talk time
a) Look at your notes again. Can you remember the story? Can you tell the story?
b) Would you like to be at Sam’s party? Why? Why not?
6 Our offer
We offer you some creative ideas you can use to prepare some awesome gifts for your friends.
Fun at the party Sam’s presents
The radio DJ A surprise for Terry
Downstairs
This unique
tea wreath
is perfect for
any tea-lover
you know.
Heart-shaped
potholders are
a perfect gift
for the hostess.
Knitted
coasters
make a
perfect set.
This
personalized
fabric tag is
perfect for
any traveler.
Reusable
sleeve will
protect your
friends’
hands.

39. Words in action
2
38
1 Word groups
Make a grid. Write as many words as you and your friend know.
music money food clothes …
karaoke pound apple jeans
2 Let’s talk: What is this?
Think of a word. Answer your partner’s questions about it. Can she or he guess what it is?
A: I’m thinking of a piece of clothes. I wear it when I feel romantic.
B: Is it a scarf?
A: No, isn’t. I’ll give you the clue. It’s for women and girls, consists of bodice and skirt in
one piece.
B: Is it….? Go on, please ...
3 Birthday ideas
a) Look at those ideas. Then write your own birthday ideas or wishes.
4 Birthday wishes
5 Party
a) Draw a picture of a party. What’s happening? Make a mind map collecting words, phrases, and photos
Beautiful cake
Invitations for friends
Ready for my party
Thank you for the present
Happy, very happy
Day for fun
And music, too
Yes, birthdays are great!
Loving
Interesting
Serious
Affectionate
Thank you for being
Efficient and easy
Ready to help and
Ready to go
You’re my friend for ever!
friends
birthday
gift hunt
candles
cards
invitations
music
fancy outfit
gifts
My wish is for you to have a wonderful
life and all that it shall bring!
My wish for you is happiness and that you
get a taste of all good things.
Lots of joy smiles and always
surrounded with love and friends.
Happy birthday to you, lots of gifts for
you we brought, cake and candles we lit.
Your birthday is the most special day
in your life, so enjoy it to the fullest!
Keep being as adorable and sweet
as you are and an amazing person.

40. Words in action 2
39
pastcards • a map • a decoration • candles • broccoli • carrots • green beans •
mushrooms • tomato • peas • cabbage • zucchini • cucumber • onion • apples
• banana • oranges • kiwi • raspberry • grapes • pears • anorak • blazer •
blouse • boots • bow tie • glasses • CDs • polo shirt • skirt • pullover • pumps •
pursem glass ball • bubble fluid • monster flame light • strings
You can already
✔
✔
Give information about different shops.
✔
✔
Know the names of clothes for boys
and girls.
✔
✔
Write an invitation to a birthday party.
✔
✔
Plan your birthday or any other special
event.
✔
✔ Use modal verbs.
✔
✔ Talk about your wishes.
✔
✔
Use quantifiers with countable and uncountable
nouns.
✔
✔ Talk with a shop assistant.
✔
✔ Write a birthday card.
✔
✔ Make a list of ingredients for your favorite recipe.
✔
✔ Cook some great desserts.
✔
✔ Discuss traditional meals in different countries.
✔
✔ Analyze your diet.
6 Let’s talk: In the shop
7 Let’s talk: The shopping list
You’re going shopping in one of these shops: a music shop, a newsagent’s, a market, a clothes
shop, a sports shop, and a supermarket. Your friend asks you to buy one or two things. You can
continue and ask why. Act as in the example.
Example:
A: I am going to the newsagent’s.
B: That’s good. Can you get my magazine, please? Or /Can I have
some postcards?
A: Why?
B: ….
No, thanks. I’m just looking.
I’m looking for… Have you got….?
How much…? Where do I pay?
Sorry, too big/expensive?
I’d like to try on … . Can I, … please?
Where are the changing rooms?
Useful phrases
see
p. 40–41

41. Try it out!
40
T2
English kids like cereal
with milk for breakfast.
They sometimes
eat eggs, bacon and
sausages, or porridge.
They never eat cheese.
Swedish kids like
bread with butter,
jam, cheese or fish.
They also eat
cornflakes with milk
in the morning.
Japanese people
traditionally eat soup
for breakfast.
1
Mexicans like to eat
fruit for breakfast.
They also have
tortillas with meat,
vegetables or eggs.
3
2
4
Project English and Biology
STEP 1: Look at a breakfast in different countries
People from different countries eat different things in the morning, but wherever you go,
breakfast is the first and most important meal of the day.
a)
Look at the pictures and say which
breakfast you like best and why.
b)
Have you ever had breakfast in another
country? What did you have?
STEP 2: Find out about your own breakfast
STEP 3: Make a bar chart
When you are preparing a presentation, you will often find useful information in charts.
You can also use a chart to show what you have found out if you have done a survey.
1.
In your groups look at the cards on the board and count how many of you eat
which food for breakfast (e. g. milk 20; eggs 15 …).
2.
Now put the information you have found in a bar chart.
Write the food on the x-axis and the number of pupils
who eat the food on the y-axis.
3.
Draw the bars. Now you can see how many of you
eat which food. Compare the two groups.
PROJECT SKILLS
0
5
10
15
20
number
of
pupils
who
eat
the
food
food
eggs
apples
milk
a)
What do you have for breakfast?
Make two groups. Write down on cards
what you eat in the morning.
b)
Collect the cards and sort them
into groups (e. g. fruit, cereal, …).
Then put them up on the board.

42. Try it out!
41
T2
fats
c
a
r
b
o
h
y
d
r
a
t
e
s
p
r
o
t
e
i
ns
v
i
tam
ins and minerals
f
ibr
e
1. Think of more ideas in class.
2.
Get together in groups of four or five and decide
what the different groups are going to do.
3.
In your group, talk about what you have to do (e. g.
find information in books, on the Internet, draw
posters etc.). Decide who is going to do what and
when. Make a plan.
4.
After you have finished your group projects, plan
the campaign with your teacher.
STEP 4: Look at food and its contents
We eat a lot of different things
every day. Almost everything we
eat contains fats, proteins and
carbohydrates. Some foods have
more of these than others. If you
want to eat healthily, you also need
minerals, vitamins, fibre and water.
Look at the chart on the right and
compare it to what you have found
out about breakfast in your class.
Do you think you eat a healthy breakfast?
Is breakfast in other countries healthier?
Say why or why not.
STEP 5: Do a project: Healthy food
You have learned a lot about healthy food so far, and maybe you have found out
that some of you eat the wrong things. Now it’s your turn to inform the pupils at
your school. Read about Jamie Oliver first.
Unhealthy food is not only a
problem at British schools. Lots
of Ukrainian pupils eat the
wrong things, too.
Plan a healthy food campaign
for your next week school
project. You could have an
information stand with posters
and give a presentation in which
you use charts. You could also
sell healthy food.
Jamie Oliver is a famous
TV cook. He is worried
about the food British
pupils eat at school
and at home, and has
cooked at different
British schools to show
kids how bad fast
food is and how good
healthy food
can be. He has
been to Thomas
Tallis, too. At one
school he threw a lot
of chips, burgers and
other fast food onto
the floor to show how
terrible the smell is.

43. Revision
R1
42
1 What do you think –‘s or s’
a) Change sentences as in the example.
Examples:
Terry has got a big sandwich. → Terry’s sandwich is big.
The Brooks have got a small kitchen. → The Brooks’ kitchen is small.
1. Sam has got a great cake. 4. Grandma has got good recipe books.
2. The girls have got nice crisps. 5. The boys have got large pizzas.
3. The Spencers have got an old kitchen. 6. Tiger has got tasty cat food.
b) Put in the correct form –‘s or s’.
1. Chilren  clothes? On the right, please. 4. The Taylor  sofa is red.
2. Salad isn’t only girl  food. 5. This is my parent  favorite music.
3. These people  lunch looks good. 6. Can you please tell me where
the men  toilets are?
2 Put the right words
Mrs Taylor: What do we need from the shops, Lisa? How … flour have we still got?
Lisa: Let’s see. There is only … flour. And there isn’t … sugar.
Mrs Taylor: Can you please look and see how … eggs we’ve got? I want to make a cake, so I need
… eggs for that. Three or four.
Lisa: No, we don’t need eggs. There are six in the box. But there is only … cheese,
it’s OK for a mouse, but not … for a big family.
Mrs Taylor: OK, so we need flour, sugar, and cheese. Oh, and … tins of dog food, too. I know
there aren’t … tins in the cupboard. – Do you want to come to the shops with me,
Lisa? I can use … help with the shopping.
3 Shopping
A girl looking for a sweatshirt in ‘Street Style’ isn’t very polite. Change her sentences.
What should she say?
Assistant: Hello, can I help you?
Girl: Where are the sweatshirt?
Assistant: They are over here. Are you looking for any special color?
Girl: Yellow. Size M.
Assistant: I’m sorry but we don’t have any more yellow ones in M.
Girl: What? No yellow ones? Show me the other colors.
Assistant: How do you like this orange sweatshirt?
Girl: The color is horrible.
Assistant: Would you like this blue one? It’s only 200 UAH.
Girl: I want a cheaper sweatshirt. But blue is OK.
Assistant: This one is only 75 UAH.
Girl: OK. Where can I pay?
a little much
a few many

44. Revision R1
43
4 Shops
Make a list of items you can buy at the shops.
clothes shop newsagent’s bookshop toy shop supermarket shoe shop
5 Matching
Match the shops with their definitions.
newsagent’s a shop where you can buy shoes
sandwich shop a shop that sells newspapers and magazines
shoe shop a large shop that mostly sells food and drink
sports shop a place where you can buy sandwiches, snacks, and drinks
supermarket a place where you can buy children’s toys and games
toy shop a shop that sells pet animals, such as cats, dogs, and birds
pet shop a shop that sells sportswear and sports equipment
6 A birthday cake
a) Make a list of ingredients you need to make a cake.
and more
b) Write your recipe.
7 A birthday party
Complete Mike’s story with words.
Today is my birthday. I am having a big ________at my house. I invited
everyone in my________. I hope that they all come. My doorbell is
ringing. I answer it. Three of my friends are at the door! The rest of my
friends arrive. It is time for the party to begin. First, we play________.
We play pin the tail on the donkey. Jasmine wins. My mum gives her a________. She is very
happy. I am happy that my friends are having__________. We also play tag and musical chairs.
Next, we eat a_______. My favorite kind of cake is chocolate with vanilla icing. My mum
made a special cake for me. She wrote __________ on it in red icing. Mum lights the________.
My friends sing the ___________. I make a wish and blow out my candles. Now it is time to
open__________. Jack hands me the first present. I unwrap it and open the box.
presents class
party
Happy Birthday
games
prize cake
fun birthday song

45. Check-in
3
44
Unit 3 Media messages
DID YOU KNOW?
•
RCA made the first colour TVs in 1954. In
today’s prices, a 1954 TV cost £ 3,432 – or more!
•
The BBC started in 1922. Its nickname
is ‘the Beeb’.
•
Lycos was the first Internet search engine
in 1993.
•
The popular newspaper The Sun sells 3,145,000
copies every day, The Times 669,000.
There are ‘quality’ and ‘popular’
newspapers. The Times is a high quality
newspaper, The Sun and The Daily Mirror
are popular. The Times started in 1785!
Teenagers get tips and
advice from magazines. Shout
is the trendiest magazine for
teenage girls today in the UK.
FFrom 1978 to 2006 the magazine
Smash hits was very popular, but
the pop world changes fast, and
in 2006 Smash hits had to finish.
Check out your fave celebs and
wear this year’s hottest clothes!
Copy them for your next party.
Read this advice: YOU can wear
celeb clothes, too!
E
H
T
M
T
E
S
I
1 Let’s talk: Media
a)
What kinds of media can you see in the
pictures? Do you use them all?
b)
What can people “get” from each medium?
Work with a partner and make lists.
c)
Can you believe every media message? Give
reasons.
d)
Read the fact file and discuss these issues
with your partner with your partner.

46. Check-in 3
45
Mobiles
today are not
only phones. They are
becoming mobile Internet.
Tim Berners-Lee created the
first web browser in 1990.
He also wrote HTML, the
language of the Internet. The
World Wide Web was ready for
the public in 1991.
Click here and listen to Arctic
Monkeys’ new single or
download it to your mobile for
only £ 1.99. Send a free music
e-card to your friends!
➘
Before
there was TV,
radio was the main
kind of entertainment in most
homes. Radio started in the early
20th century. Now radio offers
music, news and information, and
sport.
This is Justin Wilkes on
London’s Capital FM. Call the
studio now to win free tickets
to the 50 Cent concert. That
man is awesome!
The British soap opera Coronation Street started in 1960 and is
still on TV today. Other popular soaps are Neighbours, Emmerdale
and EastEnders. All the soaps try to be realistic about life with
its happy times, its problems and some violence. The name
“soap opera”, or just “soap”, goes back to radio dramas in the
1930s – the commercials were for housewives, and they
advertised soap and other cleaning products.
I can’t believe Leanne
is still with Danny.
I’m shocked!
He’s got a
great body!
But he doesn’t
love her.
3 Let’s discuss the pictures
a) What information in the pictures
did you know?
b) What information can you add?
4
Let’s talk: You and the media
What are your favourite media?
Why are they important for you?
2 Let’s listen: On the radio
a)
Which word fits each programme best:
information, entertainment, news? Why?
b)
What is each programme about?
c)
What can you say about the way the
three radio people talk? Describe their
voices and the phrases that they use.
19

47. 3
46
Language 1 Using the passive
Let’s listen: Casting for a daily soap
Have you ever wanted to be a star? What do you know about casting?
Simple present Simple past Present perfect
Subject ‘to be’ -ed / V3 Subject ‘to be’ -ed / V3 Subject ‘to be’ -ed / V3
you have been invited
Want to be a star? Want
to be discovered? Not
so fast! Before you can get
anywhere, the programme
has to “cast” you first. Have
you ever been invited to do
a casting? You haven’t? Well,
TEEN◆BUZZ tells you all
about it. Matt Stirling from
EastEnders can give you a few
tips, too.
First, you talk
to an agent
and give
him or her
your photo.
Then one day
the agent is
phoned by
a Casting
Director who
is looking for a special character
for a soap. She tells the agent
who she needs. Let’s call him
“Justin”. So the agent looks
through his files and finds a
photo of – you ! Your photo is
sent to the Casting Director,
who looks at hundreds of
photos for the right “Justin”. She
likes your face!
When you get to a casting,
don’t be surprised: about 30
Matt: I was lucky. I was
informed about my casting
by my agent, and then the
script was given to me.
This script is called the
“sides”. Then I went to the
casting. I was nervous!
people have been invited,
and they’re all there. Like
Matt, you’ll be too nervous to
talk. You’ll reread your “sides”
and make sure you know
the role well. Then you have
to act the role. The Casting
Director is a nice lady, but
you’re number 27, so don’t
get your hopes up too high.
The Casting Director might
suggest different ways you
should play the role – to see
if you can act and follow
directions. And if you’re
super-lucky and you’re even
better than the first time …
Matt: I was lucky again.
The Casting Director and
her assistant liked the
way I acted. Two days
later, I was invited back.
Now there were only ten
people left.
Matt: … I was chosen to
act “Justin” in EastEnders!
A week later, I signed my
contract. Wow!
1 Soap stars
a)
How many things do you have to do to become a star? Start with: Find an agent.
Look for passive forms in the TEEN◆BUZZ text, and collect them in a grid like this. Find the rule
about how the passive is made. What verb forms do you use?
20

48. 3
47
Language 1
Using the passive
BABY TERMINATOR 7
Micky Wendover
Don Carlton
8/5
17
3
3 How a daily soap is made
Use the words and write sentences in the present passive.
Example: A story idea is discussed.
1. discuss a story idea
2. write the script
3. cast actresses and actors
4. discuss the script with cast
5. find place for the scenes
6. buy clothes
7. film the scenes
8. show the soap on TV
4 How did Matt get the role?
Write sentences about the pictures. Use the past passive.
Start: Matt was photographed.
1 2 3
4 5 6
5 Don’t watch this film!
Put in the passive: simple present, present perfect or past tense.
Look for the signal words. You need them in the passive, too.
Watch out: Don’t watch this film! It already (call) the
silliest film that ever (make) – and it’s true.
Baby Terminator 7 (write) in 2005 by Amanda Church
and (film) the same year by the great Micky Wendover.
Great? Did I say ‘great’? “The idea (give) to me five years
ago by Justin Clooney, and it was Amanda’s job to write the
script,” says Micky. Poor Amanda, that’s all I can say. But
the actresses and actors who (ask) to play the silly roles
in 2005 had a more difficult job! In the film, people (kill)
when a baby alien says “Goo!”. Maybe the best role (give)
to him that year! The baby’s secret soon (discover) and
he must quickly learn to speak and, well, soon he forgets
the word “Goo!”. Isn’t that a silly story?
Is or are? Find the subject of
the passive sentences first.
Example: story idea ‡ is
clothes ‡ are
Simple past
was or were?
Example:
Matt +was
people +were
Present perfect
have been or has been
I +have been given
CD +has been given
GRAMMAR
Past: last night, yesterday,
a few days ago, in 2006
Present perfect: already,
ever, not … yet, just, never
TIP
 G6

49. 3
48
Language 1
6 From active to passive
Put these active sentences into
the passive voice.
Example:
1. Teenagers buy TEEN◆BUZZ .
‡ TEEN◆BUZZ is bought by teenagers.
2. RCA made the first colour TV in 1954. ‡ The first colour TV was …
3. Too many people believe media messages. 4. Radio dramas advertised soap and
cleaning products. 5. After the invention of TV in the 1950s, most people forgot the radio
stars. 6. Everyone now saw the stars’ faces! 7. Listeners call the BBC ‘the Beeb’.
8. The script authors often write the script five or ten times!
8 Shall we do a casting?
What happens when you‘re invited to do a casting? Look at the prompts and make sentences
using the simple present passive, as in the example.
Example: The actors, singers, and dancers are selected.
1. the actors, singers, and dancers / select
2. the auditions / arrange
3. the performers / introduce
4. the monologues / present
5. the songs / prepare
6. the audition pieces / video tape
7. the audition pieces / attach to the resumes
8. the audition pieces / share with directors and producers
9. the talent / consider
10. the auditioners / provide with scripts
9 What was done yesterday?
Matt had a casting yesterday. Rewrite his story in the simple past passive.
Example: I was informed about my casting.
1. They informed me about my casting.
2. They gave me a script.
3. They called the script ‘the sides’.
4. They invited me to casting.
10 What has been done?
Mr Twister, a film director, is preparing a scene for his new film. Read the orders and respond
using the present perfect passive.
Example: “Move that scenery, please.” – “The scenery has been moved.”
1. Move that scenery, please.
2. Put those props in place, please.
3. Call the actors, please.
4. Check their costumes, please.
5. Turn on the lights, please.
From active to passive
A lot of people read popular newspapers.
Popular newspapers are read by a lot of people.
TIP

50. 3
49
Language 1
Using ‘so’ to express the result of something
Let’s listen: Who likes Rob?
It is Friday afternoon. Terry and his
band, Tom-Toms, want to audition
for the TV show Teen Idol. But they
have a problem.
An hour later, Emma’s
mum gives her a note
from Rob. It has just
arrived. Emma texts
Rob back.
On Sunday
afternoon Lisa
wants to do her
homework, but
she cannot find
her exercise
book. She
thinks Emma
has taken it, so she looks in Emma’s
bag when she is not in her room.
Lisa has found Emma’s bag. It is
open and Rob’s photo has fallen out.
Suddenly everything is clear. Now
Lisa knows why Emma has been so
quiet. Her little sister has fallen in
love with a boy in her tutor group.
Lisa puts the photo in the bag before
she comes back.
It’s Sunday evening. Emma
has just had a text from Rob.
She is happy.
Emma has seen Rob
almost every day. She
has liked him. On
Saturday morning
Emma calls him and
tells him about Terry’s
problem. Rob is
interested because he
has learned to play the guitar, and he can
sing. He wants to think about it.
It is Sunday morning. Emma has checked her
mobile but nothing has arrived from Rob, so
Emma is sad.
1
3 4
4
2
Call Terry on
078630/347589 TMB*
after you’ve talked
to him. CUL8R*
(I hope!) Emma X
*TMB text me back
*CUL8R see you later!
Dear Emma,
The other Tom-Toms
haven’t met me,
so here is a photo for
them. And can you
send me Terry’s
mobile number?
I’ve lost it.
Thanks a lot.
Rob
1 So ...
Complete the sentences
1. The Tom-Toms’ singer has just left, so…
Example: …they are looking for a new singer.
2. Rob has lost Terry’s mobile number, so …
3. Lisa thinks Emma has taken her exercise book, so…
4. The Tom-Toms have found a new singer, so…
5. Emma has just had a text from Rob, so …
What’s up, Terry?
Hmm, maybe
I can help.
We’ve had
problems with our
singer, and he has
just left the band.
Now we must find
a new singer or
nobody is going to
vote for us.
21